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Doha College Mobile Learning Conference 2014: Learning from Research
1. Learning in a Mobile Age:
Translational Research That Makes a Difference
Doha College Mobile Learning Conference,
2014
Dr. Kevin Burden:
Reader in Educational Technology
The Faculty of Education
The University of Hull
2.
3. “There is very little evidence that kids learn
more, faster or better by using these
machines…
iPads are marvellous tools to engage kids,
but then the novelty wears off and you get
into hard-core issues of teaching and
learning.”
Larry Cuban, Professor Emeritus of Education at Stanford University New
York Times, 2011
13. LOW MEDIUM HIGH
External control Negotiated outcomes
Agency
Customization
Contextualisation
Situated
Conversational
Data sharing
‘One size fits all’:
‘just in case’
Internal control
Tailored fit: ‘Just in time’
Contrived Realistic
Simulated Embedded: real
practice
Solitary: disconnected Networked: rich
Content building Context sharing
17. “Staff directly involved in the initiative consider it has
fostered greater personalisation of learning by
offering students a greater degree of choice and
freedom in how they access information (e.g. through
apps or the Internet), how they process information
and how they present and offer it up for assessment”
Headteacher, Bellshill Academy
27. ugmentation
ubstitution
Application
Creating 6
Evaluating 5
Analysing 4
Applying 3
Understanding 2
Remembering 1
1
Acquire
knowledge
in one discipline
2
Apply
knowledge
in one discipline
3
Apply
Threshold concepts
knowledge
across disciplines
4
Apply
knowledge
to real-world
predictable
situations
5
Apply
knowledge
in real-world
unpredictable
situations
Critical thinking
Problem solving
Collaboration
S
A
M
R
‘Wicked Problems’
odification
Critical quadrant
for designing
mobile learning
scenarios
Original knowledge
construction
28. 125
Scotland Edinburgh Belfast Bedford
What 0
100
75
50
25
Research images video sound making
movie
create a
book
share
work
writing
images sound books writing
29. Design Based Research in the real world
Stage 1:
Identify a product to design or
improve
Stage 1I:
Build on the shoulders of
giants
Stage III:
Develop an initial prototype
and test it
Stage 1V:
Iterative cycles of testing and
improvement
Stage V:
Identification of design
principles
34. Place the items below in their correct position on the timeline
500 BC BC/AD 500 AD 1000 AD 1500 AD 2000 AD
Great Fire of
London
Thirteenth
Century
44BC
Magna Carta
First
Century
1661 AD
Caesar’s invasion of
Britain Seventeenth
Century
1215 AD
37. Stage V:
Extraction of design principles for
formative evaluation
• Design activities which encourage two-way feedback
• Design problems which force students to
articulate their thinking processes
• Facilitate student feedback with peers
• Focus on ‘threshold concepts’ and ‘troublesome
knowledge’
44. Interactive Books - Elements
Feature
Pedagogical
implication
Multimodal (many elements) Multiple literacies
Expandable/easy to up-date
Developed not written
iterative learning
Dynamic feedback Individual learning pathways
Portable
Transcends physical space
Collaborative & social Rubrics for group assessments
Intelligent (‘Big Data’) Personalised learning
Augmentable Differentiation
Easy to author
Authority and Power:
Who is the ‘expert’
Authentic audience Motivational and demanding
www.mttep.eu
45. Learning from experts
Learning with others
Learning through making
Learning through exploring
Learning through inquiry
Learning through practising
Learning from assessment
Learning in and across settings
46. Areas of particular
interest
• authenticity - making tasks
more relevant to the real
world
• context-sensitive learning
scenarios: e.g. field-work
• Augmented Reality and the
Internet of Things
• Customisation: bringing the
‘Amazon’ factor into learning
• Authorship and interactive
widgets
47. • We know what works but not why it works
• We need to better understand the unique
‘affordances’ of mobile technologies in
order to leverage higher order thinking
skills
• Thinking of teaching as a design based
science may help to identify how these
affordances are translated into learning
scenarios
49. Contact Details
Dr. Kevin Burden
Reader in Educational Technology
The Faculty of Education
The University of Hull
k.j.burden@hull.ac.uk
Twitter: @edskjb
www.mttep.eu
Editor's Notes
The other end of the spectrum - techno-dystopia
So whats stops us tackling these issues - we know what works (by observing) but we know far less about why or how they work and therefore how to replicate them at scale - use analogy
What next - we need to understand more about what makes good learning with mobile technologies so good, in order that we can replicate this and better understand when and when not to use mobile devices
Current growth in interest around mobile learning - evidenced by the interest of the international Agencies
Fill in with other pictures from the UNESCO studies across the world
Authority:
1. Where mobile technologies are sanctioned within the institution, especially in depolyments which are highly personal (e.g. 1:1) they alter the relationship between learners and teachers/educators
2. Current model of learning is unsymmetrical in many ways:
the teacher owns and controls most of the knowledge or ‘stuff’ which is mandated to be understood/known - Freire’s Banking Analogy (Knowledge is deposited) restricting the ability to think critically
knowledge (or stuff) is consumed by the learner in large volumes but relatively little is produced, particularly with any lasting value (most is ephemeral and quickly lost)
3. Ubiquitous connectivity (which is what mobile learning promises) - challenges this in many respects:
knowledge cannot be ‘controlled’ or rationed in the same way it was when it belonged exclusively to the teachers - scarcity has dissappeared (much as it did with the monks who were previous guardians of knowledge and therefore learning)
not necessary to teach as much content any longer - most of it can be located by students
it is also less necessary to memorise everything any longer - freeing up cognitive space and energy for other things
learners become more independent and less needy of the teacher
they are able to make more choices - agency (where they work; how they work and undertake a task; when they work)
they
List from previous conference - ??? 2012
delivering more content
My colleagues and I have captured all of these opportunities/affordances in a framework as shown
Low = exchange of content
High = creation and sharing of contexts
Need to define regular - is this daily or weekly?
all of our research demonstrates very clearly how students get considerable more access to technology in school when mobile devices are introduced than they ever did before (see graph)
the access to technology is significantly more unmediated than is normally the case
not just about providing equipment - its about providing flexible provision (giving students more choice)
The risks associated with individualisations - lack of social contact
But our data does not support this conclusion - at least not yet
1. we were surprised to find higher levels of conversation and collaboration in the classroom than we expected - teachers report it has increased
Important that teachers still design lessons which encourage collaboration and cooperation between learners - when they do the technology actually supports this kind of learning - (e.g. see these apps_)
Examples of production - student generated content (contexts) - find examples
For almost as long as we have had schools the relationship between the learner and the teacher has been unsymmetrical in the sense that most of what occurs is about consumption (i.e. of knowledge) not production: why
technical reasons - hard for students to produce anything that would last
technical - hard to share or disseminate to a wider audience
lack of real audience diminishes the drive to publish - who reads a typical essay
Whole host of apps and software which enable students to create their own books
smart books - customised t your likes and interests - sharing content with other readers/their notes on the same book - knows where you are and who is near you
insert images of Apple books here ..
Note: vertical dotted line designates shift from artificial to more authentic learning (i.e. in terms of the contexts, setting, place, tasks)
Real interest is to use technologies to support learners in applying their knowledge to real world predictable and unpredictable problems
To undertake research and to support writing (fairly traditional - on the surface at least - this needs unpacking)
So what do students use this access and technology for?
1. All of our evidence show two principal uses at this point in time:
research/internet
writing - productivity
2. Interesting - for later - also considerable sharing (look at this later)
Research is interesting - demonstrates a different model of learning - not a banking model (deposits)
Ubiquitous connectivity (which is what mobile learning promises) - challenges this in many respects:
knowledge cannot be ‘controlled’ or rationed in the same way it was when it belonged exclusively to the teachers - scarcity has dissappeared (much as it did with the monks who were previous guardians of knowledge and therefore learning)
not necessary to teach as much content any longer - most of it can be located by students
it is also less necessary to memorise everything any longer - freeing up cognitive space and energy for other things
learners become more independent and less needy of the teacher
they are able to make more choices - agency (where they work; how they work and undertake a task; when they work)
they
Example of DBR in non educational context - traffic flow and calming
Start with a problem: how do we use mobile technologies to act deep learning/applied learning, etc (show model ffrom Doug here)
Slide 34:
Return to work of Luckin, et al and start to think about the types of learning we might want students to engage with in the future and then how the iPad might support this? (ask participants to take this away and think about it)
learning from experts - example of artist in residence in Sciennes who could not attend school but supported students through Skype and virtual exhibitions
learning through making: production of animations and videos to convey complex understanding and ideas (e.g.
learning through inquiry - flipped classroom example with FIPS classes
learning across settings: i.e. taking learning from one context (classroom) and applying it another (e.g. the home) - seen often with the iPad in Scotland (acts as a mediating object) - life logs also an examples (captures moments in a day usin mobile phone - images; writing notes and locations) - allow users to review these later and
Conclusion
We are not yet at the stage where learning with the iPad is ‘invisible’ in the sense that users do not even consider themselves to be using a technology, but we have already passed this phase in non-formal contexts outside of school. Young people do not even consider their mobile devices to be technologies and in one sense this is the goal we have to seek in schools to the extent that learners don’t even see the technology, they just see the learning. We are still some way from this and over the next five years or so it will be important for researchers like myself and educators like you to work more closely together not only to identify what works (we know a lot of the answers for that already) but why it works (i.e. the mechanisms) and under what circumstances it works most effectively. This will enable us scale and sustain these wonderful case studies we have seen today in sun a way that we promote genuine and meaningful transformation of pedagogies rather than simply replicating and sustaining what is increasingly look like an outdated and out of tune model of education .